Okul Öncesinde Tanılanmış Dil ve Duygusal Yetersizlikleri olan Çocukların Sözel Dil ve Davranış Becerileri ile İlgili bir Araştırma Çalışması

Öz

ABD'de okul öncesi girişiminin devlet okulu sektöründe büyümeye devam etmesinden dolayı, bu gruptaki öğrencilerin ihtiyaçlarını anlama ve ele almaya hazır olma gereksinimi hayati önem taşımaktadır. Bu makale devlet okulöncesi kaynaştırma okullarında hizmet alan 3-5 yaş aralığında çocuklardaki dil ve davranış becerilerinin araştırma analizini ortaya koymaktadır. Dil bozuklukları ya da duygu ve davranış bozuklukları olan okulöncesi çocuklar normal gelişim gösteren bir grupla Erken Dil Gelişim Testi-3 ve Okulöncesi ve Anaokulu Davranış Ölçeği kullanılarak karşılaştırılmıştır. Sonuçlar, gecikmiş dil veya davranış bozuklukları tanısı almış olan okulöncesi öğrencilerin hem dil gelişimi hem de davranış değerlendirmelerinde normal gelişim gösteren akranlarına göre anlamlı şekilde farklılık gösterdiklerini ortaya koymaktadır. İkinci olarak, gecikmiş dil ve sosyo-duygusal yetersizlikleri olan çocuklar arasında anlamlı farklılıklar bulunmamıştır. Erken çocukluk eğitim ortamlarında her iki gelişimsel alana yönelik ihtiyaç olan, kapsamlı tarama, sürekli değerlendirme, amaçlı müdahale ve öğretmenlerin mesleki gelişimi ile ilgili çıkarımlar sunulmaktadır.

Anahtar Kelimeler

• Dil yetersizlikleri, duygu ve davranış yetersizlikleri, kaynaştırma, okulöncesi

An Exploratory Study of the Oral Language and Behavior Skills of Children with Identified Language and Emotional Disabilities in Preschool

Öz

As the pre-school initiative in the USA continues to grow in the public school sector, the need to understand and be prepared to address the needs of this population of students is vital. This paper provides an exploratory analysis of language and behavioral skills in children aged three to five years old served in inclusive public preschools. Preschool children documented with language impairments (LI), or emotional and behavioral disorders (ED) were compared to a typically developing group using the Test of Early Language Development-3 and the Preschool and Kindergarten Behavior Scales. Results suggest that preschoolers with identified language delays or behavior disorders were significantly different in both language development and behavior ratings when compared to typical developing peers. Second, no significant differences were found between students with language delays and socio-emotional disabilities. Implications regarding the need for comprehensive screening, continuous assessment, targeted intervention, and professional development for teachers across both developmental areas in the early childhood education settings are presented.

Anahtar Kelimeler

• Language disabilities
• emotional and behavioral disabilities
• inclusion
• preschool

Kaynakça

1. Baker, L., & Cantwell, D. P. (1987). Comparison of well, emotionally disordered, and behavioral disordered children with linguistic problems. Journal of the American Academy of Child and Adolescent Psychiatry,26, 193-196.
2. Benner, G. J., Nelson, J. R., & Epstein, M. H. (2002). Language skills of children with EBD: A literature review. Journal of Emotional & Behavioral Disorders, 10(1), 43-59.
3. Benner, G. J., Rogers-Adkinson, D., Mooney, P., & Abbott, D.A. (2007). An investigation of the relationship between receptive language and social adjustment in a general sample of elementary school children.The Journal of At- Risk Issues, 13,(1), 13-21.
4. Brinton, B., & Fujiki, M. (1993). Clinical forum: Language and social skills in the school-age population. Languages, Speech, and Hearing Services in Schools, 24, 194-198.
5. Campbell, P. H., & Halbert, J. (2002). Between research and practice: provider perspectives on earlyintervention. Topics in Early Childhood Special Education, 22(4), 213-226.
6. Educational Marketer (2006, June 19).State funded pre-k movement continues momentum.
7. Fantuzzo, J., Stoltzfus, J., Lutz, M.N., Hamlet, H., Balraj, V., Turner, C., & Mosca, S. (1999). An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems. Early Childhood Research Quarterly, 14(4), 465-482.
8. Griffith, P. L., Rogers-Adkinson, D. L., & Cusick, G. M. (1997). Comparing language disorders in two groups of students with severe behavioral disorders. Behavioral Disorders, 22(3), 160-166.

9. Hallahan, J. K. & Kauffman, D. P. (2009).Exceptional Learners: Introduction to special education. (11th Ed.). Pearson: Boston, MA.
10. Hart, X. I., Fujiki, M, & Briton, B. (2005). The relationship between social behavior and severity of language impairment.Journalof Speech, Language, and Hearing Research, 47(3), 647-662.
11. Hester, P. P., Baltodano, H. M., Hendrickson, J. M., Tonelson, S. W., Conroy, M. A., & Gable, R. A. (2004). Lessons learned from research on early intervention: What teachers can do to prevent children's behavior problems. Preventing School Failure, 49(1), 5-10.
12. Hooper, S., Roberts, J. E., Zeisel, S. A., & Poe, M. (2003). Core language predictors of behavioral functioning in early elementary school children: Concurrent and longitudinal findings. Behavioral Disorders, 29(1), 10-24.
13. Hummel, L. J. & Prizant, B. M. (1993). A socioemotional perspective for understanding social difficulties of school-age children with language disorders. Language, Speech, and Hearing Services in Schools, 24, 216-224.
14. Hresko, W. P., Reid, D. K., & Hammill, D. D. (1999). Test of Early Language Development (3 ed.). ProEd. Inc., Austin, TX. rd
15. Kaiser, A. P., Hancock, T. B., Cai, X., Foster, E. M., & Hester, P. P. (2000). Parent- reported behavioral problems and language delays in boys and girls enrolled in Head Start classrooms. Behavioral Disorders, 26(1), 26–41.
16. Kaiser, A. P., Cai, X., Hancock, T. B., & Foster, E. M. (2002). Teacher-reported behavior problems and language delays in boys and girls enrolled in Head Start.Behavioral Disorders,28(1), 23-39.
17. Mandlawitz, M. (2007). What every teacher should know about IDEA laws and regulations. Pearson: Boston, MA.
18. McCabe, P. (2005). Social and behavioral correlates of preschools with specific language impairment. Psychology in the Schools, 42(4), 373-387.
19. McCabe, P. C. & Marshall, D. J. (2006). Measuring the social competence of preschool children with specific language impairment: Correspondence among informant ratings and behavioral observations. Topics in Early Childhood Special Education, 26(4), 234-246.
20. Merrell, K. W. (1994). Preschool and Kindergarten Behavior Scales. Clinical Psychology Publishing Co., Inc.: Brandon, VT.
21. Nelson, J. R., Benner, G. J., & Cheney, D. (2005). An investigation of the language skills of students with emotional disturbance served in public school settings. The Journal of Special Education, 39(2), 97-105.
22. Nelson, J. R., Benner, G. J., & Rogers-Adkinson, D. L. (2005). An investigation of the characteristics of K-12 students with co-morbid emotional disturbance and significant language deficits served in public school settings. Behavioral Disorders, 29(1), 25-43.
23. Páez, M. & Rinaldi, C. (2006). Predicting English word reading skills for Spanish speakers in first grade. Topics in Language Disorders, 26(4), 338-350.
24. Prizant, B. (1999). Early intervention: Young children with communication and emotional/behavioral problems. In Rogers-Adkinson, D.L., Griffith, P. L. (Eds.), Communication and Psychiatric Disorders in Children: Theory and Intervention (pp. 295-342). San Diego, CA: Singular Publishing.
25. Qi, C. H., & Kaiser, A. P. (2003). Behavior problems of preschool children from low- income families: review of the literature. Topics in Early Childhood Special Education, 23(4), 188-216.
26. Qi, C. H., & Kaiser, A. P. (2004). Problem behaviors of low-income children with language delays: An observation study. Journal of Speech, Language and Hearing Research, 47, (3), 595-609.
27. Redmond, S. M. & Rice, M. L. (2002). Stability of behavioral rating of children with LII.Journal of Speech, Language, and Hearing Research, 45(1), 190-201.
28. Rinaldi, C. (2003). Language competence and social behavior of children with emotional and behavior disorders [Special Issue]. Behavioral Disorders, 29(1), 34-42.
29. Rinaldi, C. & Páez, M. (2008). Preschool matters: Predicting reading difficulties for Spanish-speaking students in first grade. Learning Disabilities: A Contemporary Journal, 6(1), 71-86.
30. Rogers-Adkinson, D. L. & Hooper, S. (2003). The relationship of language and behavior: Introduction to the special issue. Behavioral Disorders, 29(1), 5-9.
31. Rous, B. (1999). An evaluation of the special education referral process.Early Childhood Research Quarterly, 14(4), 485-487.
32. Spira, E. G., Bracken, S. S., & Fischel, J. E., (2005). Predicting improvement after first- grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41(1), 225-234.
33. Stanton-Chapman, T. L., Chapman, D. A., Kaiser, A., P., & and Hancock, T. B. (2004). Cumulative risk and low-income children's language development. Topics in Early Childhood Special Education, 24, (4), 227-37.
34. Stormont, M., Lewis, T. J., & Covington Smith, S. (2005). Behavior support strategies in preschool settings: Teachers’ supports and feasibility ratings. Journal of Positive Behavioral Interventions, 7(3), 131-139.
35. Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000).The association of reading disability, behavioral disorders and language impairment among second-grade children.Journal of Child Psychology and Psychiatry, 41, 473-482.
36. Trautman, R. C., Giddan, J. J. & Jurs, S. G. (1990). Language risk factor in emotionally disturbed children within a school and day treatment program. Journal of Childhood Communication Disorders, 13(2), 123-133.
37. U.S. Office of Education (USOE). (2006). Assistance to states for the education of children with disabilities and preschool grants for children with disabilities; final rule.Federal Register, 71 (41), S300.807-300-308.
38. Vaughn, S., Mathes, P. G., Linan-Thompson, S., & Francis, D. J. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities Research & Practice, 20(1), 58-67.
39. Warr-Leeper, G., Wright, N. A., & Mack, A. (1994). Language disabilities of antisocial boys in residential treatment.Behavioral Disorders, 19, 159-169.